Transcript Teaching Comprehension Strategies

Digital Shared Reading
Engage, Teach, Learn
An evidence-based
approach to accelerating
your year 4–9 students’
literacy achievement
Introducing
Neale Pitches
ONZM, BA, MEd Admin (Hons), Dip Tchg
Forty two years in education:
- English and history teacher, Hillmorton and Dunstan
- DP Wellington High
- Principal Onslow College
- CEO Learning Media
- Co-founder South Pacific Press and Lift Education
Director development, lead instructional writer, CSI Literacy
It’s nice to be in the Bay – home of this endangered
species!
Digital Shared Reading
Engage, Teach, Learn
Today’s Session to be available from
www.csi-literacy.com
www.csi-literacy.com
Today’s Programme
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2.
3.
4.
5.
A provocative question
So that was shared reading?
What needs to change?
What is ‘digital shared reading’?
How does ‘digital shared reading’ fit into
a ‘comprehensive literacy program?
- Three big breaks from tradition
6. How digital shared reading helps accelerate
student achievement.
A provocative question…
Asked by two Australians!
“Just how do half of the readers from a school with a
stable population and a comprehensive literacy program,
arrive at fourth grade reading below grade level?...
One possibility is that [this comprehensive program]
is focused on making progress through the levels rather than
achieving proficiency.”
(Let’s Start Leveling about Leveling, Glasswell and Ford, Page 212)
(NB - I substituted “this comprehensive program” for the
authors’ original “guided reading”, and omitted
“including small-group instruction with levelled readers”)
A provocative question…
The texts are too
American
Our Response
Lack of interest – not engaged
Under the radar
Not enough practice
Read to complete but not to understand
Started behind the 8-ball
The reasons here indicate the kids are
perpetually in catch-up
The teacher-we may have solutions
What do these two
educators have to do with
our provocative question?
What does this educator
have to do with our
provocative question?
So that was shared reading?
Please read alone and in silence
Now let’s do some shared reading
So that was Shared reading?
Shared reading was developed from the
work of New Zealander Don Holdaway.
Author Judith Pollard Slaughter described
Holdaway’s “shared-book-experience” as:
“…oral reading activity…a series of
instructional procedures…[as a] basis of
teaching reading”.
(The Reading Teacher,1983, p758)
But did you know?
That regarding Holdaway's acquisition model
of learning, the interview also touches on the
importance of children becoming:
• risk takers
• problem solvers
• self-correctors / self-regulators
Most important in becoming autonomous
literacy learners.
So that was Shared reading?
The Department of Education in 1983, said,
Shared reading:
• Makes reading enjoyable
• Builds confidence to participate
• Enables children to read material that
might otherwise be beyond them
So that was Shared reading?
Shared Reading:
The first reading session:
• Introduce the text
• Encourage the children to use their
background knowledge to make
predictions
• Read the text to them
• Encourage their responses
So that was Shared reading?
Shared Reading:
“Encore!”:
• Return to the material
• The children need to see the text
• Teach strategies – meaning; main ideas,
sequence, plot …
• Help the children extend their thinking
• Help the children cope with difficult
words
So that was Shared reading?
Shared Reading:
Extending the session:
• Reading
• Writing
• Oral
• Dramatising
• Listening, art and craft …
“But remember! Too much wringing makes a dry story”
So that was Shared reading?
Shared Reading:
Reflections – Mostly:
• Fiction
• Younger children
No mention of:
• Māori
• Cultural diversity
Evidence says our ‘tried and true’
approaches are not resulting in
comprehension improvement.
The data tells us we now have a persistent,
ever-widening achievement gap in the middle
years / secondary literacy sometimes called the
“Matthew Effect”
Should we think of it as a proficiency issue
rather than a gap?
The New Zealand Picture
2008 NEMP
The results for reading and
writing show no improvement
in reading comprehension
(and some small performance
declines) for year 4 and year 8
students in the last 8 years.
Crooks, Smith and Flockton, 2009
The New Zealand Picture
2005/2006 PIRLS
Pacific achievement
decreased between
2001 and 2005/6.
In General
The weakest average
achievement is for Pasifika
and Māori boys, along with
Pasifika girls.
Chamberlain, 2007
Generalised from NEMP
and PIRLS
What can we change?
If we could ‘power up’ our shared reading, as part of our
comprehensive literacy programme, we would…
The texts are too
American
Our Response
Use music – and use song lyrics
Pick texts that are relevant and exciting
Share their writing
Use images
What can we change?
We can ‘power up’ up our shared reading, to
help us and our students overcome the
‘Matthew Effect’
‘Made in New Zealand’
Digital Shared Reading
Digital Shared reading– the first step
towards metacognition – AKO
Engage
GRADUAL RELEASE OF
RESPONSIBILITY
Model and
scaffold
Interact and
Reflect
Apply and
Assess
Whole group/class
teaching – heterogenous
- Builds an inclusive
learning community
- Good for explicit
teaching/scaffolding
- Interaction through
“think-pair-share”
- Engagement –technology
and pedagogy
Part of rich, metacognitive, pedagogy
Known concepts
Long term memory
Selecting
Sorting
Classroom
experiences
Working memory
Integrating
Elaborating
Evaluating
Knowledge structure
(Nuthall, 2007, p.71)
New concepts
“Oral language and vocabulary are best developed in exposure to print...
Comprehension ability and exposure to print are in a reciprocal relationship”
Stanovich, 2000
Engagement!
The OECD reports that engagement accounts for the difference
between boys and girls in literacy achievement
Engagement
Engagement
• Digital texts
• Digital scaffolds – glossaries; videos; TOOLS
• Inclusive pedagogy (Maori and Pasifika results are strong)
– Grouping – kotahitanga
– Learning community – Ako
• Interaction – active, empowered students
• ‘Pedagogy of achievement’ - Challenge and support
And perhaps the biggest idea of all - It is important
that:
“…readers have … instruction that is
cognitively demanding and emotionally
engaging, and that [this is] paramount in all
judgments about the balance of texts students
read.”
(Glasswell and Ford, 2011, with support from the Australian Research
Council Linkage scheme (Glasswell, Singh, McNaughton, and Davis).
Putting ‘digital shared reading
into the context of a
comprehensive literacy program
- Three big breaks from tradition
Putting Shared Reading into the
wider context of literacy learning
1. Needs analysis
2. Pedagogical model based on ‘best evidence’
3. Literacy learning model
Needs Analysis – Reading Next
A comprehensive research-based report :
• Direct, explicit comprehension instruction
• Effective instructional principles embedded in
content
• Motivation and self-directed learning
• Text-based collaborative learning
• Diverse texts
 A technology component
• Ongoing formative assessment of students
• Extended time for literacy
Biancarosa and Snow (2006)
Literacy Learning Model
Explicitly teach comprehension
Using these seven ‘common’ comprehension
strategies:
1.
2.
3.
4.
5.
6.
7.
Making connections
Asking questions
Visualising
Drawing inferences
Determining important ideas
Synthesising information
Monitoring comprehension and
repairing understanding
Then add metacognition plus!
Vocabulary (academic and general)
Oral language
Fluency
Decoding
Writing
Importantly…
Create a ‘simple’,
memorable, engaging,
framework for students.
Then explicitly teach the
strategies, and
metacognitive
knowledge and skills
they need to experience
acceleration of their
literacy achievement.
CSI - A ‘simple’ evidence-based framework…
for metacognitive instruction
Teacher modeling
Interaction
Reflection
Whole-group
Teaching
Before
During
After
Cooperative
Learning
Before
During
After
Independent
Application
Before
During
After
Then…
break from tradition
Three big breaks from tradition
1. “On-year” level texts – a new model of differentiation*
2. Digital texts-digital interactive interface with tools
3. The ‘Nuthall’ inclusive pedagogy
*Differentiation’ – Ako – ‘scaffold’ up instead of levelling
down :
• Reading-to
• Modelling
• Digital scaffolds (vocab glossaries, video, TOOLS)
• Student collaboration, support, and control
• Audio for independent texts
• Bespoke graphic organisers
• Student reflection journal-formative and summative
assessment
2. Cooperative learning – the second
step towards metacognition
Engage
GRADUAL RELEASE OF
RESPONSIBILITY
Peers / audio
Scaffold &
Model
Peers interact &
reflect
Apply &
Assess
Cooperative learning
- Builds on “peer power”
- A strong engagement
approach
- Interactive, metacognitive
- Students individually
accountable for writing
in graphic organiser
Sir Douglas Bader
Intermediate School case
study
Sir Douglas Bader Intermediate School
“Don’t listen to anyone who tells you that you
can’t do this or that. That’s nonsense. Make up
your mind you’ll never use crutches or a stick,
then have a go at everything…
Never, never let them persuade you that things
are too difficult or impossible”.
Sir Douglas Bader
After designing and carrying out its AsTTle
assessments in reading, the school mapped
students’ performance in terms of National
Standards. This exercise showed that the large
proportion of SDBI students in the ‘well below’
and ‘below’ categories progressed to higher
reporting bands following the CSI intervention.
This “accelerated”* rate of change over just 14
weeks bodes well for the school to meet its
target to increase the number of students
achieving ‘at’ or ‘above’ the National Standards
at the end of the year.
(*Dr Sarah Powell)
Week 14
Well above
Above
Well below
At
Below
Chart Two shows that the proportion of the Year 7
cohort ‘well below’ expectations dropped
dramatically following the CSI intervention, with a
corresponding rise in the ‘below’ category. This
positive movement was also reflected in
unprecedented Year 7 representation in the
‘above’ categories
Miramar South School
Pre- and Post-Test Data
2008, 2009 and 2010
Digital Shared Reading
Engage, Teach, Learn
An evidence-based
approach to accelerating
your year 4–9 students’
literacy achievement
Kyran’s Story
“The students seem to have made a
staggering leap in their reading ability
unlike any other year I've known!”
Kyran Smith, Deputy Principal, Miramar South School, early 2009
Miramar South School:
- low SES school
- few European students
- many Maori, Pacific and refugee (ELL)
students
2008 asTTle Results
Increase of Students Reading at or above National Norms
100
90
80
70
60
50
Feb-08
40
Nov-08
30
20
10
Nov-08
0
All
Feb-08
Pasifika
Maori
Other
2008 Points to Note
•
•
•
Post test, approximately half of the students are
reading at or above national norms, compared
with only 12.5% pre test.
Post test, all Maori students are reading at above
or national norms.
Post test, 60% of “Other” students are reading at
or above national norms, compared with 0% pre
test.
Miramar South
half-yearly
progress
(2009, as
measured by
running records)
Miramar South
School Target July
2009 (Feb to June
data)
2009 asTTle Results
Increase of Students Reading at or above National Norms
100
90
80
70
60
50
40
30
20
10
0
Feb-09
Nov-09
All
Pasifika
Nov-09
Maori
Other
NZ
European
Feb-09
Boys
Girls
2009 Points to Note
•
•
•
Post test, 56% of the students are reading at or
above national norms, compared with only 19%
pre test.
Post test, 63% of Maori students and 62% of
Pasifika students are reading at or above the
national norms.
Post test, 17% of “Other” students are reading at
or above national norms, compared with 0% pre
test.
2010 asTTle Results
Increase of Students Reading at or above National Norms
90
80
70
60
50
40
Feb-10
30
Nov-10
20
10
0
All
Pasifika
Nov-10
Maori
Other
NZ
European
Feb-10
Boys
Girls
2010 Points to Note
The analysis is not finished at this point, however:
• Clearly there is success for all
• Post test, there is significant growth in Maori and
Pasifika student achievement in literacy
• Post test, boys are making accelerated progress
The Three-year Picture
An increasingly reliable and valid
data set.
Hagley Community College
Who are they?
School background
Classroom background
Decile 5
Mixed ethnicity
NZ European 62%, Asian 18%,
Other ethnicities 10%, Māori 8%,
Pasifika 2%
Year 10
Primarily male
Students test in the lower
stanines in PAT tests for reading
Class displays behavioural issues
Hagley Community College
Hi …
One of our English teachers has trialled the kit with her Yr 10
English class and has had stunning results. The pre and post PAT
results showed amazing shifts.
We have done a presentation of the results of the trial (including
filmed excerpts) to the Social Sciences and Science depts. There
is considerable interest… we would like to have a look at the
Level 7 English texts, as our Learning Support/ Literacy teachers
felt that the level of the Level 8 texts may be too high for our
year 9 cohort.
Is there any possibility that we could have a look at those texts
please.
Many thanks
Marie Stribling
HOD English
Hagley Community College
Christchurch
Prior to Content Literacy intervention
- Students performing in the 'tail' of their peer group
- Literacy actively taught using a range of activities and
resources
- Classroom teacher and specialist literacy teacher both
very engaged in classroom practice, but struggling to
make progress
How do they compare to others?
National average for age group
Pre-CSI test results, with range and
average marked
How do they compare to others?
National average for age group
Pre-CSI test results, with range and
average marked
What did we do?
- Intensive teaching
- Explicit teaching
- Strongly integrated strategies with lesson
content
How was this different to what we
did before?
-
Planning
Texts
Strategies
Explicit instruction
Deliberate transfer of skills
What happened?
National average for age group
Pre-CSI test results, with range and
average marked
Post-CSI test results, with range and
average marked
What happened?
National average for age group
Pre-CSI test results
Post-CSI test results
What happened?
- Students engaged actively with texts
- Students handled and made sense of
texts that the classroom teachers
considered way out of their interest and
ability level
- Students automatically used strategies
- Students ‘gave it a go’
CSI – An evidence based solution
Explicit Teaching, ‘simple’ framework
• Modelling )
• Interaction ) rich/metacognitive learning model
• Reflection )
• Before
• During
• After
)
) reading
)
• Writing
) graphic organisers
CSI – An evidence based solution
Teacher knowledge – How to be explicit
•
•
•
•
Modelling
Knowing the comprehension strategies
Having a way to teach vocabulary and fluency
Having an Inclusive, metacognitive pedagogy
– Grouping
– Learning community
• Fostering interaction – ‘learning community’
CSI – An evidence based solution
Texts – Content / subject literacy
• Diversity of text - across the subject areas
• Engagement factor – digital interface for explicit
teaching and learning
• Mix of cognitive load and emotional support – NB some
texts need to be challenging, “foreign”
• Grouping – heterogeneous groups
CSI – A ‘simple’ evidence-based framework
Seven comprehension strategies:
1.
2.
3.
4.
5.
6.
7.
Making connections
Asking questions
Visualising
Drawing inferences
Determining important ideas
Synthesising information
Monitoring comprehension and repairing
understanding
CSI - A ‘simple’ evidence-based framework
Five text collections: (Content Literacy)
1.
2.
3.
4.
5.
Fiction
Non-fiction (general)
Science
Mathematics
Social studies (Social Sciences)
Digital Shared Reading
Engage, Teach, Learn
An evidence-based
approach to accelerating
your year 4–9 students’
literacy achievement